Students’ Experiences of Online Cooperative Learning for Economics post-Covid-19: A Case of one University in the Eastern Cape Province, South Africa
Qoyi Motsi 
, Mpiti Pretty Thandiswa & Makena Bulelwa
Issue: Vol.5 No.16 Issue Article 43 pp.3233 -3246
DOI: https://doi.org/10.38159/ehass.202451643 | Published online 24th December, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Online Cooperative Learning (OCL) is the learning process in which students learn in small groups using Learning Management Systems (LMSs). OCL flourishes in virtual learning environments that emphasize individual freedom within online learning communities. The purpose of the study was to explore online cooperative learning as a strategy to teach Economics post-COVID-19. The study was guided by May and Dobb’s cooperative learning theory, in which group work is prioritized. The study adopted a qualitative approach underpinned by a case study. A purposive sampling that comprised six instructors and ten students was employed. Data was collected through individual interviews, and it was analyzed using Content Analysis (CA) and categorized using thematic analysis. The findings revealed that students demonstrate academic improvement, flexibility, convenience, and exposure to technological tools. It was concluded that the use of online cooperative learning provides more benefits than setbacks. The study recommended the intensive use of OCL in Economics. Lastly, this study addressed the gap by providing valuable insights into the importance of this instructional approach and enabling instructors to design and implement online cooperative learning experiences that enhance students’ economic literacy and prepare them for real-world economic challenges.
Keywords: COVID-19, Economics, Online Cooperative Learning, Learning Management Systems, Students.
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Mr. Motsi Qoyi is a passionate and experienced lecturer in the Faculty of Education at Walter Sisulu University. He holds a Bachelor of Education (BEd) specializing in Economics and Business Studies, a BEd Honours in Educational Management and Policy, and a Master of Education. With over 4 years of experience in higher education, Mr. Qoyi is committed to training and mentoring future educators to meet the diverse needs of South African classrooms. His teaching philosophy emphasizes learner-centered approaches and the integration of technology into teaching and learning. Mr. Qoyi’s research interests include inclusive education, teacher professional development, and curriculum adaptation for diverse learning environments. He has published several papers in peer-reviewed journals and presented his work at national and international conferences. His research contributes to addressing the challenges of education in marginalized communities, advocating for equity and access in education. In addition to his academic responsibilities, Mr. Qoyi is actively involved in community engagement projects, working with local schools to improve literacy outcomes and promote teacher capacity building. He is a member of the South African Education Research Association (SAERA). Mr. Qoyi’s dedication to education and his impact on teacher training make him a valuable member of the academic community at Walter Sisulu University.
Dr. Pretty Thandiswa Mpiti is a linguist and Deputy Executive Dean at Walter Sisulu University. She specialises in teaching and researching First Additional Languages, with a focus on integrating digital literacy and technology into language education. Her work emphasises innovative approaches that combine linguistic expertise with technological advancements to enhance learning outcomes.
Prof. Bulelwa Makena is currently an Associate Professor of Language Education at the Faculty of Education, Walter Sisulu University, South Africa. She holds a PhD in Language Education. She serves as a member of the Faculty of Education Higher Degrees and Ethics Committee, Butterworth Campus, Walter Sisulu University, South Africa. She has widely published several scientific papers, book chapters and conference proceedings on DHET-accredited platforms. She also serves as a reviewer for manuscripts published by DHET-accredited journals and a session chair at both national and international conferences. Her research focuses on Language Teaching, Second Language Acquisition, and Language Learning Strategies in Rural Settings.
Motsi, Qoyi, Mpiti Pretty Thandiswa, and Makena Bulelwa . “Students’ Experiences of Online Cooperative Learning for Economics post-Covid-19: A Case of one University in the Eastern Cape Province, South Africa,” E-Journal of Humanities, Arts and Social Sciences 5, no.16 (2024): 3233 – 3246. https://doi.org/10.38159/ehass.202451643
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
